Research on university presses: An overview of UK university presses     

Rachel?Hardy  Charles?OppenheimEmail author 《Publishing Research Quarterly》2004,20(2):18-31

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PELICAN: a pricing mechanism for the electronic distribution of materials to the higher education community     

Rachel Hardy  Charles Oppenheim  Iris Rubbert 《Learned Publishing》2001,14(2):93-96

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State anxiety and motor performance: testing the conscious processing hypothesis     

Mullen R  Hardy L 《Journal of sports sciences》2000,18(10):785-799

Previous research has argued that skills acquired explicitly are more likely to fail under stressful conditions than skills that have been learned implicitly. The present study addressed an alternative explanation for the robustness under stress of implicit task performance. As implicit learners acquired the skill of golf putting while generating random letters, it is possible that they became desensitized to self-generated verbalizations and thus immune to the effects of competitive anxiety. We tested this interpretation while controlling for a further rival hypothesis generated by Eysenck's Processing Efficiency Theory. We also examined the effect of increased state anxiety on the kinematic processes underlying performance breakdowns. For task performance, we found evidence that partially supported the conscious processing hypothesis, while the results of the kinematic analysis of the putting stroke were equivocal. Analysis of self-reported effort scores provided partial support for processing efficiency theory.  相似文献   

Stress and cognitive functioning in sport     

J G Jones  L Hardy 《Journal of sports sciences》1989,7(1):41-63

This paper considers the relationship between stress and cognitive functioning and discusses some of the concepts and methods that may be adopted to examine the relationship between stress and sports performance. It considers only that literature that may be relevant to, or furthers, the understanding of sports performance under competitive stress. One of the most popular approaches has been to explain the relationship in terms of the unidimensional inverted-U hypothesis. The validity of this approach to explaining sports performances in specific situations is discussed and it is generally concluded that the inverted-U hypothesis is too vague and simplistic. The discussion considers multidimensional approaches and discusses the suitability and implications of some more recent and more complex models of stress and performance which are now available in the psychological literature. It is concluded that the relationship between stress and sports performance is an extremely complex one and involves the interaction between the nature of the stressor, the cognitive demands of the task being performed and the psychological characteristics of the individuals performing it.  相似文献   

Funding,reputation and targets: the discursive logics of high-stakes testing     

Steven Lewis  Ian Hardy 《Cambridge Journal of Education》2015,45(2):245-264

This paper provides insights into teacher and school-based administrators’ responses to policy demands for improved outcomes on high-stakes, standardised literacy and numeracy tests in Australia. Specifically, the research reveals the effects of the National Assessment Program – Literacy and Numeracy (NAPLAN), and associated policies, in the state of Queensland. Drawing suggestively across Michel Foucault’s notions of disciplinary power and subjectivity, and Pierre Bourdieu’s concept of social fields, the research utilises interviews with teachers and school-based administrators to reveal how high-stakes, standardised testing practices served to discursively constitute performative teacher subjectivities around issues of funding, teacher and school reputation and target-setting within what is described as the ‘field of schooling practices’. The paper argues that the contestation evident within this field is also reflective and constitutive of more educative schooling discourses and practices, even as performative logics dominate.  相似文献   

‘I’m just a numbers person’: the complexity,nature and effects of the quantification of education     

Ian Hardy 《International Studies in Sociology of Education》2015,25(1):20-37

This paper draws upon the sociology of numbers, particularly work by Theodore Porter, to reveal the multifarious ways in which numbers actively constitute practices in schools. Drawing upon a case study of one low-performing school in a low-performing region in the state of Queensland, Australia, and theorising into the sociology of numbers, the research explores the complex ways in which numbers came to constitute and dominate the practices in this school site under a broader national, state and regional policy context demanding rapid improvements in various forms of standardised tests and associated practices. Specifically, the research reveals a strong and simultaneous focus by teachers upon a variety of numeric data collected at national, regional and local levels, and intricate relations between these data; multiple visualisation, triangulation and comparison approaches towards such data in virtual and physical formats; and the enumerative nominalisation of both students and their reading attainment in relation to specific, concretised levels of achievement and various types of scale scores. The research cautions against the sheer volume of such enumerative practices, which, while productive of teachers’ understandings of student capacity against standardised measures of achievement, may also lead to a more reductive view of education, dominated by concerns about achievement in standardised tests (and associated practices) alone.  相似文献   

Students selling sex: marketisation,higher education and consumption     

Teela Sanders  Kate Hardy 《British Journal of Sociology of Education》2015,36(5):747-765

Robust academic research on the topic of students involved in the sex industry is in its infancy, yet the relationship appears consistent and permanent. This paper draws on findings from the largest study into the stripping industry in the United Kingdom to explore the relationships between students, sex work and consumption. To make sense of the relationship between students and participation in the sex industry, a deeper understanding of other social and cultural processes is needed. In this discussion we argue that the following points are relevant and interlinked: changes to the nature of sexual commerce and sexual consumption as they become part of the marketplace; changes in social attitudes and the rise of ‘respectability’ in sexual commerce; the ‘pleasure dynamic’ amongst students; and changes in the higher education structure that place students as consumers as well as financially fragile. We set out a future research agenda given that this relationship is set to grow as the individual bares the cost of higher education.  相似文献   

Education as a ‘risky business’: Theorising student and teacher learning in complex times     

Ian Hardy 《British Journal of Sociology of Education》2015,36(3):375-394

This paper employs sociological literature on risk and the commodification of education to explain current schooling practices in a context of increased concerns about students’ behaviour and results on standardised tests of achievement. Drawing upon teacher and student learning practices in three school sites in south-east Queensland, Australia, the article reveals how specific tests, packages and programmes have been employed as technologies of governance to minimise the risk of adverse student behaviour, maximise student outcomes on standardised tests, and provide teachers with discrete learning experiences construed as improving such outcomes. The sum total of these foci is the construction of education as an increasingly ‘risky business’ which employs a myriad of products and tests to manage perceived and actual risks. The paper also reveals how these products and processes constitute student misbehaviour and inadequate teacher and student learning as ‘risk objects’ requiring constant intervention, but which also inhibit inclusion in schooling settings, and challenge teachers’ professionalism.  相似文献   

Scientific problems of cold storage industries     

W.B. Hardy 《Journal of The Franklin Institute》1920,190(2):270

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The value and valuing of continuing professional development: current dilemmas,future directions and the case for action research     

Ian Hardy  Karin Rönnerman 《Cambridge Journal of Education》2011,41(4):461-472

This paper explores and challenges the rationale for current, mainstream approaches to teachers’ continuing professional development (CPD) within schooling systems. Such approaches are significantly influenced by neoliberal and managerial pressures, evident in advocacy for generic, individualistic models of teacher learning, often focused on specific state-sanctioned domains. The paper draws upon a précis of recent action research literature, and empirical research from Sweden, to argue for an alternative paradigm, based on the practices and principles of participatory and collaborative action research. Action research is not presented as a simplistic ‘method’ which can be ‘applied’ regardless of context, but is explicitly focused on situated, specific, local sites. While more managerial and neoliberal practices can close down debates necessary for effecting real improvements in practice, evidence suggests action research, in its emancipatory iterations, enables a rich conception of educational practice which cannot be ‘managed’ into existence by a simplistic application of ‘what works.’  相似文献